day visited Hon. R. H. Grant, Minister of Education, to urge the adoption of methods to further the teaching of speech and lip-reading. They asked that the use of signs be eliminated as much as possible and lip-reading be emphasized. To accomplish this aim, they asked that more supervisors be provided, if possible, and that those taught manual conversation be separated from those learning oral methods.

The deputation spoke appreciatively of the work of the institution, and made it clear that their visit was not prompted by hostility toward the conduct of the school, but by the hope of helping to better methods. Dr. C. B. Coughlin, superintendent of the school, attended at the request of the minister.

Hon. Mr. Grant expressed sympathy with the request of the deputation, and stated that he would give them every consideration and do everything possible to further the education of deaf children.

In explaining the significance of the deputation's request to The Globe, Dr. Coughlin pointed out that the manual method does not lead to a knowledge of English, and further limits persons acquainted with it alone to conversation with others familiar with the signs. On the other hand, lip-reading enables the deaf to talk to normal persons, and can be combined directly with the reading of the written word. Most deaf persons, if taught carefully, could learn to speak, he said. They had, however, to have conscious control of tongue movements, in which respect they differed from normal persons. Careful supervision was required to get them accustomed to continued oral communication, and it was for this reason that the deputation requested more supervisors.

LIP-READING FOR THE DEAF

TO THE EDITOR OF THE GLOBE:

I was much interested in reading in The Globe yesterday of the delegation to Belleville to ask for more lip-reading and speech.

There are a good many lip-readers among the deaf, but not enough, and though it is not easy for everybody to acquire, there are a good many arguments in its favor as against signs, etc.:

(1) It is the most natural method of communication.

(2) It does not attract attention, as do signs and spelling.

(3) It makes for communication among hearing people (does not isolate the deaf).

Children may be taught to understand spoken language before they are able to use it. This is very important, as the ear is the door to the mind, and many children who are merely deaf are classed with idiots.

Parents with children under school age can teach them much that will help to bring them up to the mental status of hearing children of their own age. I wish every parent of deaf children could know THE Volta Review (published in Washington, D. C.). This little

magazine is devoted to the cause of the deaf, to helping them in various ways. It is a source of cheer and help, month after month. From these people one may procure literature on how to help deaf children before school age and afterward, as well as much that is of use to the adult deaf.

The school age of children depends on the school. In the Rochester, N. Y., School I saw children of four years of age who could point out a number of objects, illustrated on a large chart, when they were asked for. Pictures of such objects as a muff, a ball, a cow, a boy, a fish, a top, a car, were shown.

Finger spelling is allowed in this school, but no signs, which often indicate merely a thought. They must spell out a whole sentence or else speak it. This rule is enforced out of school hours as well as in; consequently these children have a splendid working knowledge of English.

Public schools in the larger cities in the United States and classes in smaller ones in the United States and some places in Canada are maintained for the deaf.

Children being taught speech and lip-reading should not be allowed to mingle with sign-using children, outside of school hours or in, because they naturally resort to the easiest method of communication and lose their knowledge of, as well as their desire for, the natural method in speech and lip-reading.

STRATHROY, ONT.

A LIP-READER.

LIP-READING

TO THE EDITOR OF THE GLOBE:

The letter from a "Lip-Reader" in Saturday's Globe emphasizes an important matter, and I would like, too, to urge greater attention to lip-reading for deaf children.

In one of the reports regarding the deputation from Belleville it was said that Dr. Coughlin, superintendent of the school, gave it as his opinion that many children commonly supposed to be mutes were in reality only deaf. Somehow it was a great surprise to me to read that, because I did not realize that there was any doubt about it. Surely the deaf children who cannot be taught speech must be very few.

My own work is with the adult hard of hearing, not the congenitally deaf; but I know that for a number of years there has been an effort to do away with the words dumb or mute in this connection. I did not suppose it was because of a kind of sentimental willingness to give pleasure to those deaf people who have been taught speech and naturally resent being called dumb. I thought the facts warranted it.

There are some 80 or more hard-of-hearing children in the public schools of the city, I understand, who need especial training in lipreading, and the training is often of great value in the earlier stages of deafness. Although there has been talk of it. I believe as yet nothing has been done.

Now and then, too, I hear of children in or near Toronto who are perhaps feeble-minded, perhaps only deaf and uneducated. No one seems to know.

The interest and sympathy shown recently in the healing mission of Mr. Hickson have been considerable. May I suggest that a greater understanding and more attention to the needs of deaf or hard-of-hearing children would be one kind of follow-up work and would be of real help in making the ground less stony. GRACE K. WADLEIGH.

WANT SIGNS ABOLISHED

Last year, just after the close of school, a number of the parents of deaf children now attending school here had an interview with Hon. R. H. Grant, Minister of Education, Dr. Coughlin and Miss Ford being also present by request. The parents asked that some method be devised by which signs could be entirely abolished in the school, or at least among the pupils in the oral classes, which now include over 80 per cent of the total number in attendance. They considered that the use of signs, was a great detriment to the pupils, even if they were not used in the class-room, but were used outside. It prevents their getting as good a knowledge as they otherwise would, and it also lessens their chances of becoming proficient in speech and lip-reading. After hearing the views of the parents, the Minister asked Dr. Coughlin and Miss Ford to explain the present conditions in the school relating to the use of signs and the possibility of complying with the parents' wishes, after which he promised to give the matter careful consideration.

We understand that a large number of parents are in communication with one another, and it is the intention to have a meeting during the Christmas season with the object of forming a Parents' Association for the purpose of securing the total elimination of signs from the school, or as nearly so as possible, both in the class-room and outside.-The Canadian.

TALK TO THE CHILDREN.

The great work of our school for the deaf is to give its pupils speech, for four-fifths of them are in the oral classes. Because this is true, the principal urges all the officers to communicate with the children in the oral classes only by speech and natural gestures; never by signs. He also urges the teachers when not in the school-room to make as many opportunities as they can to talk with the pupils. The art of reading speech from the faces of others and the art of uttering speech by the deaf are both very, very difficult, but a good school can accomplish it. Some schools for the deaf do actually have almost all their pupils talking so that conversation is understood; but only those schools give clear speech and accurate speech-reading of the lips of others whose pupils are made to

depend on this method of communication always and everywhere, both in school and out. Our school in Cave Spring has only a very few pupils who are not being taught speech in the school-rooms. As they are out of school three times as much of their waking hours as they are in school, pains should be taken to give them practise when out of school.

Another thing important for teachers of the deaf to realize is that pupils who speak in reaction to situations which make them eager to communicate their ideas will make far more rapid progress then when the lessons are formal and the children under restraint.-The School Helper (Georgia).

GIFTS TO THE VOLTA BUREAU

Dr. W. N. Burt, Superintendent of the School for the Deaf, Edgewood Park, Pa., has generously presented to the reference library of the Volta Bureau, five bound volumes of the Western Pennsylvanian, for the five years 1915-16 to 1919-20. Nowhere else in the world is there so nearly a complete collection of all periodicals ever issued for or by the deaf, as will be found in the Volta Bureau. Thus gifts like Dr. Burt's will be highly appreciated by coming generations, as well as at the present

time.

Miss Ruth Witter, whose membership dues are paid for more than a decade ahead, sends in $2 as a gift to promote the good work.

Mr. Henry Schwartz, in subscribing for the magazine at the suggestion of Miss Morgenstern, handed $5 to her with instructions to have the $3 applied in whatever way would best promote the work of the Volta Bureau.

BEQUESTS

A good friend who is wisely preparing his will before there is an apparent need of so doing, asked the Volta Bureau to suggest a way in which a sum of money would prove most helpful to the good cause. The Volta Bureau is always ready to offer suggestions to anyone desiring to make a bequest to promote any phase of the good work, either in helping parents to better understand the problems their deaf child must face, or to help the hard-ofhearing adult perceive the advantages in attaining proficiency in the art of lip-reading.

NOTES

Miss Dugane's school in New York City had a very pleasant reunion on November fourth. The new class enrollment is the largest in the history of the school. The school has adopted, as its motto, these beautiful words of Robert Browning:

"Life is a problem, yours, mine, everyone's.
Is not to reckon what were fair in life,
Provided it could be-but finding first
What may be, then find how to make it fa-
Up to our means."

Among the notes in the Calendar of the Speech-Reading Club of Philadelphia are the following:

The Lip-Reading Bible Class extends to all persons of impaired hearing, no matter what their particular church affiliations may be, a most cordial and sincere welcome.

The class realizes that one of the greatest deprivations of many hard-of-hearing people is the inability to comfortably understand a sermon or Bible class instruction, and it is the earnest desire of all the workers, not only to reduce the difficulties to a minimum, but to supply in just so far as possible the inspiration and spiritual uplift which come through the usual quiet hour of worship.

Will you not join, and by your presence and interest help to develop one of the most important phases of this great work for the hard of hearing?

The Social Service Department appeals for the co-operation of business men who are in position to aid in placing deaf applicants in positions. The Department already has the earnest co-operation of various firms, but needs many more. Will not all the members who are in position to do so use their influence in this direction? Deafened men and women can make themselves exceedingly valuable if given a chance, and many of them are now coming to this Department for aid. The Department will also be pleased to receive donations of clothing, hearing instruments, etc., for distribution among needy deafened persons who may come under its observation. All articles of this nature are placed in the "Emergency Closet" awaiting distribution.

These bits of news are from the "Bulletin Board" of the Chicago League:

Good lip-readers will be given an excellent opportunity for interesting and advantageous practise in the Series of Story Hours by Georgene Faulkner, "The Chicago Story-Lady." It is not often that lip-readers have an opportunity for attending talks that are specially planned for their self-improvement and pleasure, and it is hoped that this unique experiment of Story Hours for Lip-Readers will be a success. The following is an outline of the Story Hour Series, each taking place at 4 p. m. on dates given. Series ticket, $3.00; single admission, 75 cents.

November 5, 1920. Origin and History of Story Telling: Primitive Rhythmic Stories. December 3, 1920. Program of Christmas Stories.

January 7, 1921. Humorous Stories.

February 4, 1921. Realistic Stories: Heroes from History. Program of Lincoln and Washington Stories.

March 4, 1921. Imaginative Stories: Old Fairy Tales. Mythological and Legendary Stories.

April 1, 1921. Bible Stories: Old Testament Hero Tales. Parables from the New Testament.

The Scholarship Fund for our shut-in girl